Evaluation and Findings From the Inaugural STEP-UP (Summer Teacher Education Partnership for Urban Preparation) Cohorts

• In Event: STEP-UP (Summer Teacher Education Partnership for Urban Preparation): An Innovative Program of Urban Teacher Preparation Through Cultural and Community Immersion

Abstract

In the inaugural year (2010), STEP-UP applications were accepted from sophomore and junior ISU teacher education students with a 3.0 (cumulative and major) minimum GPA. After a rigorous selection process, the 2010 cohort comprised 20 Fellows. In order to assess the effects of the program, STEP-UP Fellows were surveyed in a longitudinal research design in order to evaluate changes in students’ knowledge, attitudes, expectations, and intentions. The survey utilized a mixed-methods design employing quantitative and qualitative sections.

The quantitative measures included the 10-item Community Service Self-Efficacy Scale (Reeb, Katsuyama, Sammon, & Yoder, 1998). This instrument was developed to measure an individual’s confidence in his/her own ability to make significant contributions to the community through service. Analysis revealed a highly statistically significant increase in community service self-efficacy during participation in the program. Six additional items were used to gauge students’ knowledge and self-efficacy with regard to specific avenues of service and community resources.

The research team generated nine prompts for open-ended written responses to generate qualitative data. Participants provided responses to these items before the program began, and again at the program’s conclusion. Each item was developed in line with the overarching goals of the program to assess attitudes, intentions, and expectations about urban education and community. Data were coded and analyzed by the research team using Grounded Theory (Glasser & Strauss, 1967). Analysis revealed that at the program’s conclusion, participants voiced firmer commitments to urban teaching and a stronger recognition of community and culture as an essential aspect to teaching effectiveness and student learning. Participants noted their intention to invest themselves in their future school’s community and engage with residents to build trust. In comparison to pre-program data, participants stated more confidence in their ability to connect and relate to students in their classrooms, especially with students of different cultural backgrounds than their own.

Based upon data and feedback from the inaugural cohort, several modifications will be made to the assessment for the 2011 program. Items adapted from O’Brien and Sloan (2011) will be used to assess perceptions of the community and personal safety. To measure personal and professional beliefs about diversity from a teacher’s perspective, items adapted from Pohan and Aguilar (2001) will be added to the assessment. Additionally, several instruments based on the Danielson Framework for Teaching will evaluate the students’ perceptions of their level of preparedness in various teaching competencies.

This presentation will provide an in-depth overview of the research methodology used in the 2010 cohort and highlight findings, including both quantitative and qualitative data. Based upon feedback gained during the inaugural program, assessment modifications will be discussed for the future of the program. If available, data from program’s second year will be detailed.

Author

• Brent Showalter, Illinois State University